CH-2 ORGANIZATION OF NON- GRADED, GRADE-BASED AND MULTELEVEL SCHOOLS AND CLASSROOMS
There are many types
of schools with different types of management and organization. The organization
of its classrooms 15 also used in defend ways. This lesson will discuss the
organization of categorized non-categorized based and multi-level schools and classrooms.
2.1 GRADED SCHOOL
A school classified in
simple terms is a school in which students are classified on the basis of
grades or categories. These arrangements range from primary schools to higher secondary
Ievel schools which is very formal and strict.
1. Schools classified
in different grades and for different grades there is arrangement of different
class. Their instructional program is divided into school years called grades.
2. At the end of each
academic year the student, class or group move from one grade to the next.
3. The curriculum and
content of each grade, compared to its lower grade is more developed.
4, There is continuity
in the curriculum
5. Students are
assessed for passing grade. Teachers have a special role to play in this
process.
6. The grade level is
usually age based. That is why these schools are also called age-based graded
schools.
7. After passing the
final grade, the student is given a certificate. -
In almost all the
countries of the world, only grade-process is found in primary and secondary
schools. The common man, by getting duration under this system, becomes young
and makes a living,
2.1.1 Organization of Classified Schools and
Classrooms
‘The school
organization is concerned with how the school manages the time, place and staff
for student’s maximum learning. School organizational plan focuses on and solves
the Issues that affect the school as a unit. Such as master schedule work for
appropriate staffing in different rooms and providing assistance to teachers.
As an organization, a
graded school offers grades to children and adolescents according to their age in
school. It sends teachers to different classrooms and sets a curriculum that is
appropriate for a session. Teachers and students complete the prescribed
curriculum within the stipulated time. Here it is assumed that all the children
walk in unison and do that course in due time
2.2 NON-GRADED SCHOOLS
A non-graded school is
a school that does not formally organize students according to age-based grade
levels. Student achievement is assessed by teachers and each student is
personally assigned to one of the many moving groups that he likes and
interested. Briefly non- grade is defined in terms of respect for, and optimism
about, individual differences. It calls for the provision of a pleasurable,
challenging, and rewarding learning atmosphere where there are maximum
opportunities for productive interaction between the learners. Within a non
graded setting the curriculum is both integrated and flexible. Similarly the timetable
for the academic progress of each unique child is flexible The learning of
facts, although important, is recognized as subordinate to the mastery of
concepts and methods of inquiry. The assessment of students is holistic and
individualized, and evaluation is continuous comprehensive, and diagnostic. The
entire program With in the non graded setting,
especially if there is a team of teachers involved more under the control of the teacher(s) than
is the case in grade structured
situations.
2.2.1 Skill-based Education
In a non-graded
school, skills and knowledge are divided ; smaller pieces, not throughout the
session like a graded school, students continue
to learn a given skill until they have mastered it. For example When a child
has mastered a given level of reduction skills, he or she is referred to a
group that is beginning to learn quality skills.
Key skills areas are
assessed separately. There fore weakness in one area does not affect another.
This is how the student moves forward.
Due to the flexibility
of non-graded schools, the students who the smart students and the student who
learns at a slower pace does not suffer from any deficiency or inferiority.
2.2.2) Rigidness of Graded Schools
Graded schools are a
product of the 1oth century, At that time the number. size and population of
cities were increasing. It was dutiful to teach children of all ages sitting in
a one-room school, The categorized schools were therefore set up to provide a
manageable school organization. It also made it easier to provide universal
education.
At that time, although
people did not know much about the stages of human development, the students
were grouped together on the basis of age to form a grade. Other qualities were
considered equal in the learning readiness of those students and they were
taught fore session according to a special and common curriculum of skills and
content.
Thus classified
schools continue to provide formal education till twentieth century, but their
rigidness and formality gradually came in front of people. To overcome this, special
efforts were made at that time to create some different school models that are
more flexibility and are child-centered. Progressive education was a great
example of this. Under such circumstances, unclassified schools were born.
2.2.3 Organization of Non-graded Schools and
Classrooms
Non-graded classroom
is defined as respect for individual differences and optimism. It demands an
enjoyable, challenging and fruitful learning environment in which students have
the maximum opportunities for product interaction. Curriculum is organized and flexible
in a non-graded setting. In the same way, the timetable for the academic
progress of each particular child is made flexible. Although the training of
facts is very important, it is subject to the mastery of concepts and the
methods of interrogation.
Students are assessed
holistically and individually and the assessment is of a continuous, holistic and
diagnostic type. The entire program of unclassified settings is under the
control of the teachers.
Research and
experience generally confirm the fact that the fact that students work harder
in non-categorized settings and achieve more than in graded settings and
perform better, they also have better physical and emotional health because
basic education is seen and understood through achievement in school subjects.
In a non-classified
school, a child’s mental development depends on his speed. Ina categorized
school, even if a child does not understand a concept, he or she has to move on
to the next part of the class. In this way his education remains incomplete
whereas it does not happen in unclassified school.
2.3 MULTI-LEVEL SCHOOLS
A small school is
defined as a primary school that has very few teachers compared to grades
schools. As a result, most of the categories in it contain more grades than one
grade/category level. Such small schools are usually found in rural or minority
(population) areas which are found in almost every country. According to
Phillips, 1997, these schools are sometimes called multi-level schools.
2.3.1 Definition
A multi-level school
is a school that has classes in which students of different grades are kept
together for administrative reasons. This is because of two reasons. One is
where there are fewer teachers than at grade level, called small schools. Other
one where the number of students is increasing and decreasing at the time of
admission, Such grades/categories are called composite or multi-level]
Categories or grades. Thus multi-level classrooms are those in which a teacher
is responsible for the education of students of a wide age range. The classrooms
are student-centered and have been taught continuously by a teacher for one or
more years.
The term multilevel
classrooms refers to student centered classrooms in which students learn across
two or more rad ere are taught by the same teacher for two or more years.
Some divisions/districts also use the
term alternative programming , Schools/ programs when one teacher has a broad
age-range of students for two or more years.
2.3.2 Organization of Class Rooms in Multi Level
Schools
A multi-level classroom
is an environment where children Of more than one grade are kept together for
education/instruction. In this environment, the teacher provides a
developmentally appropriate curriculum based on the individual needs and interests
of each child. Developing appropriate curriculum here means that each child’s
own progress. Development is used to learn what it is ready to accomplish. This
philosophy assumes that students learn and develop at different © — rates, as
they do at different times of the day for crawling, talking or riding a
motorcycle. Children live with two or more teachers and their classmates do not
change. From time to time old students drop out of the group and new students
enter to take their place.
2.3.3. Need of Organization of Class Rooms in
Multi Level Schools
Decisions to create
multilevel classrooms are based on pedagogical and/or demographic
considerations:
Some schools/divisions/districts
choose multilevel programming for philosophical reasons. These deliberately
formed multilevel classrooms emphasize a continuum of learning, rather than
maintaining grade differences. In such classrooms students work with the same
teacher for two or more years.
In communities with
low student populations, all Early Years students, all Middle Years students,
or all students from Kindergarten to Grade 8 may be taught in the same
classroom. These classes, like the deliberately formed multilevel classrooms,
may also emphasize a continuum of learning.
Other schools may have
two or more grades assigned to the same teacher to manage shifting enrollment.
These classrooms are often viewed as a temporary measure within A school.
23.4 Advantages
Multilevel classrooms
are built on the premise that diversity is
not a challenge to be overcome, but an asset and a resource that promotes learning. In reality, all
classrooms are diverse. By the time students
are eight veers old, their academic performance in a single-grate classroom May
span three or more wears. In addition. Students bring to the classroom a wide cancel of learning approaches, developmental stages, aptitudes,
interests. experiences. Cultural back
grounds, and personalities thus, there are no homogeneous
Class/ learner advantages
The natural varied composition
of a multilevel classroom has specific advantages for learners:
Multilevel programming
recognizes that each student is at a different stage of learning and focuses on
the developments stage of the learner: of necessity, the focus moves to
individual learning along a continuum this minimizes competition because students
recognize and accept that each student place in his or her learning students
learn to set personal learning goals assess themselves, and reflect on their
own learning.
Classroom’s provide
opportunities for students to gain self-knowledge as they interact with older
and younger peers, throughout life, people rarely operate in groups that are
systematically separated by age, the range of social relationships students
build in a multilevel classroom more closely reflects the diverse social
situations individuals encounter in workplaces, communities and families.
Multilevel classrooms
allow for continuous progress. All learners can be challenged, in a multilevel
environment students do not need to spend time on concepts and skills they have
already mastered students who have not attained specific learning out coms by
the end of a school year have the opportunity to achieve them the following
year. In multilevel classrooms all students are expected to attain the learning
out coms, and time becomes a variable that can help them do so.
Multilevel classrooms
provide students with stability and an ongoing relationship with a teacher.
Continuity with in the same classroom over serves yards helps diminish the
anxiety associated with moving to a new classroom at the beginning of a new
routines, thereby increasing instructional time.
Teacher Advantages
Teachers have more
time to develop a deeper understanding of each student’s strengths and needs
over two or more years, and can plan instruction at the student’ s level of
development.
Teachers have more
time to develop a deeper understanding of each student’ s strengths and needs
over two or more years, and can plan instruction at the student’ s level of
development.
Teachers have fewer
students to learn to know each year. Orientation at the beginning of a school
year is simplified and consumes less time. Senior students know routines and model
them for new students.
In planning
programming for two or more years, teachers have opportunities to be more flexible
with curricula, planning projects around student interests and current
community events.
Teachers can develop a
stable parent volunteer program that relies on the same volunteers over several
years. Over time, many parents fee! more confident volunteering because they
know the teacher better. If siblings are placed in the same multilevel
classroom, teachers have the opportunity to work with a smaller group of
families.
2.3.5 Challenges
The challenges of
learning and teaching in a multilevel classroom will result in great rewards as
all partners begin to understand the benefits that multilevel classrooms offer.
With time, experience, and consistent support, multilevel learners will develop
the knowledge, skills and strategies, and attitudes they need to become
independent learners.
Exercise
1.
Describe
the different types of schools based on organization.
2.
What are
categorized schools? Write about their organization.
3.
How
non-categorized schools differ from categorized schools?
4.
What are
the multilevel schools? Explain its need challenges in detail.
5.
Write down
the advantages of multilevel classroom.
